Abstract
The National Examinations Council of Tanzania (NECTA) was established in 1973, following the withdrawal of Tanzania from the East African Examinations Council in 1971. Since then, NECTA has been coordinating and managing national examinations at primary and secondary school levels. It also coordinates and manages teacher college examinations. With such a huge pool of customers, NECTA has been serving learners with diverse learning needs, including learners with disabilities. This requires NECTA to find ways to accommodate those learners. This paper discusses inclusive assessment, an approach to assessment which ensures that assessment policies, procedures, and practices support and enhance the inclusion of all learners, including those with special needs. The paper intends to establish whether inclusive assessment in the Tanzanian context is a myth or a reality. This qualitative study mainly collected data through documentary reviews and individual interviews. The findings suggest mixed feelings; in some areas, NECTA performs well. However, there are a lot of gaps to be filled by the government, NECTA and other stakeholders to ensure inclusive assessment is implemented to the fullest.
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